They like to eat and drink when learning, and they prefer short, intense learning intervals Gremli, Continua verso il sito esterno Vai Indietro. Creakle, of David Copperfield. The NF teacher values the students and spends a great deal of time trying to help them. Feuerstein maintains that reluctant learners come to school with an inadequate background.
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Julia Ann Sex TeacherThis effect was genuine and unconscious. Disterhaft and Gergen cited in Project T. Furthermore, it's a two-way relationship: Children with a negative self-image lower their expectations for themselves to reduce their disappointment.
Naturally, in the end, this results in less achievement. Disaffected learners are caught in a vicious cycle that makes them feel unworthy of success and saddles them with an attitude that limits their chances of overcoming this dilemma. If the teacher helps these children to succeed, then the negative dynamics are forever altered. It comes as no surprise that research done by Downes cited in Teaching Through Learning Channels , , p.
Research shows that when students feel that their teacher disapproves, their diminished self-esteem may result in lower motivation, underachievement, and behavior problems Silvernail, cited in Project T. Effective teachers look for opportunities to involve their disaffected students and give them abundant praise and encouragement, thereby raising their confidence.
Teachers can also help emotionally needy students gain a positive vision of themselves by involving other students in the positive feedback. Frederick is a mouse who appears to be lazy, but makes important contributions to his family by his poetry. After the story, the class is asked to identify the special talent Frederick had.
Once a child develops a positive self-image, she can entertain hope for higher achievement Greene, Then the student is on the way to success. She will be able to set goals, reach those goals, and gain some control over her life. A teacher's intervention can have a powerful impact on an emotionally needy youngster. We know that when students lack confidence, their achievement is limited.
Fortunately, a teacher can do a great deal to increase a child's confidence. Making sure that a student does well on his tests is a good start, followed by getting the student involved in class, using descriptive praise, and upholding high expectations for all students. These strategies are explained in the following sections. The main reason for the easy test was to convince psychologically borderline students that they could pass the class.
I kept a tally on the blackboard, and I read off the grades. Virtually everyone in the class had a score of 90 or better. Thus, I had created a mind-set: This class is easy, and we all can do well. I also began the year with the most interesting course content and activities. Between the high grades and enjoyable classwork, I had a delighted group of well-behaved, engaged youngsters.
I made the second test slightly harder, but now I recorded the grades of 80 or better on the blackboard. The vast majority of students were included, and they loved it. They were riding high. The self-doubt of so many students receded into the darkness. If the class was a success, my third test was of normal difficulty, but if the class was struggling, I continued, for a short period, to keep the tests in line with a high success rate.
A teacher's patience early in the year will pay handsome dividends in June when virtually all of her students complete a successful year. Another way to build confidence is to include all students in question-and-answer sessions. Make sure that they have a positive experience. In most classrooms, teachers tend to call on students who they think know the answer.
Correct answers can make teachers feel good and provide good information for the class. However, this practice sends a negative message to the students who are not participating. Typical classroom discussions can further convince struggling students that the education process is not for them. When I taught, I encouraged the at-risk students to take part in class.
If they didn't volunteer, I called on them. I made sure that they always had a good answer. While the class worked independently, I would go around the room and look at their notes or listen in on their small-group talk. Then I could make it a point to call on them.
Who can add to it? Saying just the right thing will be challenging, but it will result in rewarding experiences with appreciative children. The main idea behind encouraging a student to participate in class discussions is for her to feel important and to gain confidence.
This goal can also be accomplished if you use descriptive praise when a student gives a good answer. As we saw in Chapter 4, descriptive praise is when the teacher lists positives in the student's work so the student will then give himself positive feedback. The following story illustrates the process.
Teaching 7th grade social studies, I once asked a child why adults were voting in September it was the primary when Election Day is the first Tuesday after the first Monday in November. One year-old boy enthusiastically volunteered what had to be the obvious answer: I've never had an answer quite like yours before.
Descriptive Praise in the Classroom To use descriptive praise, say this: Your paper is easy to follow because you stuck to the outline, you used sound reasoning, and you tied it all together in the end with references to your opening idea. Thanks for all the thought you put into this assignment. You must have worked very hard on this assignment—that's called perseverance.
Your answers show you are getting on top of borrowing and carrying, a very important math skill. In any exchange between a teacher and emotionally needy children, the students should receive feedback that can boost their confidence and improve their chances of being a success.
With descriptive praise, the teacher lists the positives, and the student arrives at the positive conclusion. Internal praise self-praise carries more weight than external praise praise from the teacher. Disaffected students rarely have anything nice to say about their educational pursuits, so it is a welcome change each time a teacher creates this valuable experience.
The praise that underachievers receive is usually inferior. Ogden and Germinario maintain that students who are less able receive less praise than higher-achieving students, even when they have earned it. Moreover, studies indicate that classroom teachers tend to give more nonverbal support to children for whom they have high expectations: It is a sad irony that those students who need encouragement and praise the most get the least.
Ineffective teachers expect little from the lowest-level students, and this attitude shows up even when school resources are allocated. Cohen and Seaman , pp. Very few are able to overcome the system and rise to lofty educational heights. Of course, low-level classes that are set up by a tracking program have a devastating effect on kids.
It appears that the only students who may benefit from tracking are the highest-level group. Teachers expect very little from these kids. The teacher next door to me said we could give these kids the answers to the final exam in advance and they would still fail.
The Japanese have an entirely different approach. Instead of tracking, they view individual differences in the classroom as an asset. Great teachers have a mantra: All of their students can learn and be successful. Does anyone doubt the link between the teacher's expectations and the students' achievement?
I tried an experiment for 10 years. I had two low-level classes every year, and I told these students that I moved from one-third to one-half of them to Regents average classes every year. I told these students to expect to move up next year. Sure enough, every year, almost half of my low-level students moved up, and I never had one come back and tell me that he couldn't do the work at the higher level.
A good way to communicate high expectations is to create a job description for the students in your class. Ogden and Germinario , p. I come to school on time. I come to school ready to learn. I come to school with all my supplies. I follow all classroom rules.
I am courteous to my teachers. I am considerate of my classmates. I do my best to complete all my class work. In conclusion, all school professionals—principals and teachers—should develop higher expectations for underachieving students, for these higher expectations may result in higher achievement. The following story shows what can be done to raise student confidence and academic performance.
I had a group of 8th graders who were largely lethargic learners, alienated from the educational process, with a history of low achievement. When I taught some of these adolescents in 7th grade, they hadn't responded to my best motivational techniques. I made the first test so easy that anyone could pass it, and each test became incrementally more difficult.
By the fifth-week evaluation report, they were all passing and had a vested interest in their success. They gained confidence, felt proud of their improvement from the previous year, and were happy with the way the class was going. Over the course of the year, if a student failed only one or two tests, I was there to bail her out. For example, Lisa failed her fifth test with a I asked her why she had failed.
I'm not counting this test! During that year, Lisa failed one other test, but I gave her extra credit, and as far as she was concerned, she was part of the marvelous mainstream. In the 7th grade, Lisa had appeared inert, but in this new, positive atmosphere, she would start discussions and ask provocative questions.
This change in her self-concept filled me with gratitude and wonderment. I couldn't believe that these were the same students who had wasted my time the previous year. Through confidence building and holding high expectations, we educators can take a significant step toward realizing the potential of these youngsters. The good news is that the teacher can influence the confidence level of most students.
The teacher determines what is success and what isn't. Descriptive praise helps bolster self-confidence. Involving all children in a positive classroom experience is especially helpful. Finally, high expectations set by the teacher can result in a rewarding experience for struggling children. The main point is that you can make confidence-building activities part of your regular classroom practice.
A child from a dysfunctional home will have many negative feelings. The master teacher uses the child's success on tests and classroom activities to help her see the vision of herself that the teacher sees. The teacher articulates the main theme—that the student is a worthwhile human being with positive qualities, such as being likable and capable.
This upbeat feedback empowers the child and helps her begin to gain control over her destiny. Each nonachiever needs a steady stream of daily positive feedback in class. The approbation must come from real achievement. I valued student participation, and I encouraged the articulate underachievers to take part in class. I made sure all of their comments were a source of pride, and I used their remarks to fuel their self-esteem.
A teacher who provides this kind of affirmation will see students marvel at their newly acquired achievement. Every building needs a foundation, and every underachieving student needs a firm basis on which to build his educational edifice. Ineffective teachers help to create underachievers by giving students negative feedback, using negative labels, and neglecting to build confidence.
But that's not all. Some students do poorly in school because they have poor study skills, and this deficit goes unrecognized in the pressure to teach to content standards. Let's take Marci, a year-old with above-average intelligence. Marci studied as much as five hours a night, but she managed only average grades mostly Cs. She had no learning disability and did not appear to have any emotional problems.
What could be her problem? This constantly disappointed youngster lacked adequate study skills. Her inability to take notes, organize information, distinguish what was important from what wasn't, and budget her time neutralized her diligence and made her an ineffective student. Six months after going to a learning center and improving her study skills, this delighted student received all Bs and an A on her report card Greene, Students who are deficient in skills for remembering information, organizing information, taking notes, and strategic planning can be helped.
These struggling students can learn how to turn effort into success by acquiring the tools necessary to get the job done. Most schools help with some of these study skills, so I'm going to address only the one skill where I believe schools are most often delinquent—helping children retain information.
How can you tell a good student froma poor student? A poor student forgets the information immediately. A good student waits until after the test and then forgets the information. This is an old joke, but it has some truth to it. The purpose of this section is to help teachers convert an underachiever into a student who can remember information not only for the test but also beyond.
There are two main ways that teachers can help children retain information that they are exposed to in the classroom. These two strategies are 1 to add meaning to schoolwork, and 2 to use the class period in the most effective way. The teacher can also improve retention by packaging information in an engaging way. First, let's review some basic concepts about memory.
There are two kinds of memory: The short-term memory can handle only a limited amount of information. The student's goal is to transfer what she learns from short-term memory into permanent storage long-term memory. The two key factors in storing information permanently are whether the material makes sense to the student and how relevant it is to the student's life.
Most teachers work hard at helping a student to understand the content. This is good because without understanding, there would be no long-term storage. However, it is just as important for teachers to provide personal meaning relevance , for without it, an underachieving student is not likely to retain the information. Relevance can be introduced by relating schoolwork to the students' interests, setting aside time in class for rehearsal thinking about the material , relating the content to personal experiences, and using previously learned material to help with processing new data.
One of the best ways to establish relevance is to relate the content to the students' interests.
Children can't alter their temperaments, so the teacher should make adjustments. His article offers five choices. Active learning can help bridge the gap.
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